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Professional profile map as a powerful educational tool for architects and civil engineers

100%

Dawczyński S. , Krzywoń R. , Mannsberger-Nindl S. , Schwenk S. , Navarro A. , Garcia S. , Hernandez L. , Lladró M. , Balufo I. M. , Kuzma V. , Palatinus A. , Damianou E. , Angelakopoulou P.

2023

tom Vol. 16, no. 3

65--76

The paper discusses the importance of the Professional Profile Map (PPM) in the context of architecture and civil engineering education. It acknowledges the dynamic nature of these fields due to technological advancements and evolving industry practices, emphasizing the need for professionals who possess practical skills in addition to academic knowledge. The PPM is introduced as a valuable tool that acts as a bridge between academia and industry by defining the essential knowledge, skills, and competencies (KSC) required for success in these professions. Furthermore, the paper discusses the role of the PPM in Erasmus+ projects, highlighting its ability to facilitate customization and adaptability in education. It encourages interdisciplinary collaboration, practical experience, and employability enhancement, aligning with the goals of Erasmus+ projects. A case study from the TAB4BUILDING project illustrates how the PPM was used to identify KSC related to the use of Fibre Reinforced Polymers (FRP) in construction. The PPM's role in harmonizing educational programs across different countries and promoting international collaboration is emphasized.

STUDENTS’ PERCEPTIONS OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT SELECTED TECHNICAL UNIVERSITIES IN POLAND

75%

Droździał-Szelest K. , Szczuka-Dorna L.

Neofilolog

2013

nr 41/2

149-167

The present article is an attempt to present the situation in the area of Content and Language Integrated Learning at some technical universities in Poland. It starts with a brief outline of CLIL methodology as well as its status in the context of Polish tertiary education, and then moves on to a discussion of the results of the study conducted among Polish and international students attending English-medium courses in their specialist areas, such as, for instance, engineering. The courses involve learning of new, difficult concepts as well as specialized vocabulary. The study took place in three universities which have been offering content instruction in English for a number of years. Its aim was to investigate problems and difficulties that students come across during the course of their studies in a foreign language, as well as their expectations concerning such a mode of education.